Teaching & Learning Online: It's All About the Pedagogy Day 1

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This is the presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa. …

This is the presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.

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  • http://uniteachonline.wikispaces.com/ Or http://tinyurl.com/uniteachonline
  • Mary
  • Leigh
  • Lois will lead this section – using the survey results from the Google spreadsheet
  • Mary
  • Turn Off Skype Create a You Tube video Leighzeitz Regular

Transcript

  • 1. Mary Herring Lois Lindell Leigh Zeitz
  • 2.
    • While you are waiting:
      • Pick up a notebook
      • Coffee & rolls available
        • Please do not take them to the computer
      • Go to a computer and fill out the survey
        • Use the link off the workshop wiki page
      • Complete Felder Learning Styles Inventory
        • Use the link off the workshop wiki page
      • Input Felder results
        • Use the link off the workshop wiki page
      • Wiki Address: tinyurl.com/uniteachonline
  • 3.
    • Introductions
    • Workshop Theme: Learning not Teaching
    • Day 1 Overview:
      • Online learning and teaching
      • Transitioning online
      • Building learning communities
        • Phases of Engagement model
      • Social media tools
      • Homework
  • 4.
    • Day 2 Overview:
      • Tools to support online learning
      • Rigor, assessment, and evaluation
      • Where do you go from here?
    • Resources
      • Books
      • Wiki
      • Notebook
  • 5.
    • Felder’s Index of Learning Styles
      • Active or Reflective Learners
      • Sensing or Intuitive Learners
      • Visual or Verbal Learners
      • Sequential or Global Learners
  • 6.  
  • 7. Restrooms are located on either side of the lab!
  • 8.
    • SWOT Analysis
      • General observations?
      • Implications for learning?
      • Implications for teaching?
  • 9.
    • You are not in Kansas anymore!
  • 10.
    • Powerful tools to alter environment
    • Opportunities to work in new ways
    • View materials repeatedly
    • Learn at own pace and time
    • Choose where to learn
    • Static content – meaningful student feedback
    • Magnify content
  • 11.
    • Greater responsibility for students
      • Come to class (logging in)
      • Take more responsibility
      • Must participate / communicate
      • Need to clearly understand pathway for progress
    • Difference in environment
      • Chunk-ability
      • Repeat-ability
      • Pause-ability
      • Understand-ability
  • 12.
    • Faculty role
      • Developer vs Designer
      • Up-front development
      • Learning Facilitator
        • Lead students rather than dispense knowledge
  • 13.  
  • 14.
    • Take Merrill’s First Principles of Instruction and discuss what you do in your classroom for each principle.
  • 15.
    • Encourage faculty-to-student interaction
    • Encourage student-to-student interaction
    • Promote active learning
    • Communicate high expectations
    • Facilitate time on task
    • Provide rich, rapid feedback
    • Respect diverse learning
    • Chickering & Gamson, AAHE Bulletin, 1987
  • 16.  
  • 17.
    • Form 3: Course Revision Thoughts
    • Principles of Effective Online Teaching
  • 18.
    • Good practice encourages student-faculty contact – Provide clear guidelines for interaction with students
    • Good practice encourages cooperation with students -: Well-designed discussion assignments facilitate meaningful cooperation among students
    • Good practice encourages active learning - Students should present course projects
    • Good practice gives prompt feedback - : Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.
    • Good practice emphasizes time on task -- Lesson for online instruction: Online courses need deadlines
    • Good practice communicates high expectations - Challenging tasks, sample cases, and praise for quality work communicate high expectations.
    • Good practice respects diverse talents and ways of learning - Allowing students to choose project topics allows diverse views to emerge. (Graham, Kursat, Byungo, Craner, & Duffy, The Technology Source, 2001)
  • 19. Phases of Engagement wiki site Phase Learner Role Instructor Role Weeks 1 Newcomer Social Negotiator 1 - 2 2 Cooperator Structural Engineer 3 - 4 3 Collaborator Facilitator 5 - 6 4 Initiator/Partner Community Member/ Challenger 7 - 8
  • 20.
    • Website with an edit button
    • Easily created websites
    • Share website ownership
    • Group authoring
    • Share ideas and resources
    • Data collection
    • Presentations
  • 21.
    • TURN: http://www.amazon.com/s/ref=nb_ss?url=search-alias%3Daps&field-keywords=the+world+is+flat&x=0&y=0
    • INTO:
    • http://tinyurl.com/yjoda8t
  • 22.
    • 100,000,000 downloads/day
    • 65,000 uploads/day
    • 20,000,000 customers/month
    • Builds a video community
    • Multimedia resources
  • 23.
    • Readings
    • Watchings
    • Listenings
    • Doings
  • 24.
    • Find:
      • Famous person in your field
      • Photo related to your field
      • Blog
      • Wiki
      • Online course
      • Something of interest on YouTube
    • Post your answers on your wiki page
  • 25.
    • How’s My Driving :
      • Conrad and Donaldson pg. 11
    • Modified Pair & Share
      • What is working well with the workshop?
      • What could be improved?
      • What is needed to meet your expectations and learning goals?
      • Post comments to the wiki page
    • Homework
  • 26.